Curriculum

Empowering Students for the Future

The Victorian Curriculum F–10 is structured as a continuum across levels of learning achievement not years of schooling. This enables the development of targeted learning programs for all students, where the curriculum is used to plan in relation to the actual learning level of each student rather than their assumed level of learning based on age.

Our curriculum framework at Spensley Street provides space for learners to explore, analyse and engage with their environment and the world around them and, in the process, strengthen the knowledge and skills that will enable them to understand and deal with complex issues that affect the environment and society now and into the future. It provides a holistic picture and lens to help frame, organise and integrate the Victorian Curriculum to ensure that students are provided with breadth and depth across all areas of the curriculum.

At Spensley Street students learn through inquiry. Inquiry learning is a student-centred, active learning approach that takes as its starting point the natural process of inquiry, building on this to develop information-processing and problem-solving skills. Students are actively involved in the construction of their knowledge. The curriculum plan incorporates nine big ideas on a three-year cycle. Big Ideas are significant, relevant ideas that have global significance. Informed by the SSPS Throughlines (learning to understand ourselves and each other, learning about and living well with others and learning about the physical world). The Big Ideas cover concepts that are interconnected and can be addressed across multiple curriculum areas.